The park manager wants to make a time table for buses and mini buses leaving the park at different time of the day,from 8:00am to 5:00pm . Buses and mini buses leave the park at intervals of 40minutes and 50minutes respectively after loading . Both vehicles start loading at the same time TASK:Help the park manager to (a)Draw a departure time table for the 2vehicles from 8:00am to 5:00pm (b)Identify any time of the day when the two vehicles will leave the park at the same time. (c)How can traffic jam be controlled?​

Answer:

It would take her 22 minutes to text 143 words.

Step-by-step explanation:

First, you take 91 and divide that by 14.

You then get 6.5

Then you divide. 143/6.5

You then get 22.

Guadalupe can text 143 words in 22 minutes.

The ratio can be defined as the number that can be used to represent one quantity as a percentage of another. Only when the two numbers in a ratio have the same unit can they be compared. Ratios are used to compare two objects.

Given, Guadalupe can text 91 words in 14 minutes.

Since,

Guadalupe can text 91 words in =  14 minutes.

Thus, Guadalupe can text 1 word in  =  14/91 minutes.

So, Guadalupe can text 143 words in =  14*143/91 minutes.

Guadalupe can text 143 words in = 22 minutes.

Therefore, in 22 minutes, Guadalupe can text 143 words.

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Answer:

Gradient: m = 3

Step-by-step explanation:

m = change in y/change in x

m = \(\frac{Y2-Y1}{X2-X1}\)

m = \(\frac{9-(-3)}{6-(2)}\)

m = 12/4

m = 3

keeping in mind that perpendicular lines have negative reciprocal slopes, let's check for the slope of the equation above

\(y = \stackrel{\stackrel{m}{\downarrow }}{3} x + 3\qquad \impliedby \qquad \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array} \\\\[-0.35em] ~\dotfill\)

\(\stackrel{~\hspace{5em}\textit{perpendicular lines have \underline{negative reciprocal} slopes}~\hspace{5em}} {\stackrel{slope}{3\implies\cfrac{3}{1}} ~\hfill \stackrel{reciprocal}{\cfrac{1}{3}} ~\hfill \stackrel{negative~reciprocal}{-\cfrac{1}{3}}}\)

so we're really looking for the equation of a line whose slope is -1/3 and that is passes through (3 , 2)

\((\stackrel{x_1}{3}~,~\stackrel{y_1}{2})\hspace{10em} \stackrel{slope}{m} ~=~ - \cfrac{1}{3} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{2}=\stackrel{m}{- \cfrac{1}{3}}(x-\stackrel{x_1}{3}) \\\\\\ y-2=- \cfrac{1}{3}x+1\implies {\Large \begin{array}{llll} y=- \cfrac{1}{3}x+3 \end{array}}\)

Answer:

a = 3

Step-by-step explanation:

since the parabola passes through (7, 27 ) then te coordinates of the point make the equation true.

substitute x = 7 and y = 27 into the equation and solve for a

27 = a(7 + 2)(7 - 6) = a(9)(1) = 9a ( divide both sides by 9 )

3 = a

Answer:

The shape of the base: Square (May be rectangular if square is not an option.)

Perimeter of the base: 40 cm

Height of the prism: 9 cm

Formula used when calculating lateral surface area: LA 5 hP (Sorry if this one is incorrect...)

With the help of probability we can say that there are 1140 ways.

acc to our question-

Hence,we can say that there are 1140 ways.

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Answer:

X is equal to 1.2

Step-by-step explanation:

6/5 equals 1.2

i don't have to sound rude but can i have brainliest please i need 4 more :')

Answer:

\(167\ \text{minutes}\text{ or }166\ \text{minutes}\ \text{and}\ \text{40}\ \text{seconds}\)

Step-by-step explanation:

Distance between the two trains is 125 miles.

So, when they will collide they would have covered a distance of 125 miles together.

The time that will pass for both the trains will be same but the distances covered will be different as their speeds are different.

\(\text{Distance}=\text{Speed}\times \text{Time}\)

\(25t+20t=125\\\Rightarrow t=\dfrac{125}{45}\\\Rightarrow t=\dfrac{25}{9}\ \text{hours}=\dfrac{25}{9}\times 60\times 60=10000\ \text{s}=166.67\ \text{minutes}\\\approx 167\ \text{minutes}\\=166\ \text{minutes}\ \text{and}\ \text{40}\ \text{seconds}\)

\(167\ \text{minutes}\text{ or }166\ \text{minutes}\ \text{and}\ \text{40}\ \text{seconds}\)

The length of a rectangle is 2 inches shorter than double the width. The algebraic expression for the length is 2w - 2, and for the width, it is (l + 2)/2.

Let's use "l" to denote the length of the rectangle and "w" to denote its width.

From the given information, we know that the length is 2 inches shorter than double the width. This can be translated to an equation as follows:

l = 2w - 2

So the algebraic expression for the length of the rectangle is "2w - 2".

To find the expression for the width, we can use the fact that the length and width are related. We can rearrange the previous equation to solve for "w" in terms of "l":

l = 2w - 2

l + 2 = 2w

w = (l + 2)/2

So the algebraic expression for the width of the rectangle is "(l + 2)/2".

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Answer:

B.) 12

Step-by-step explanation:

2+1/4 is the fraction and all values less than two are on the line.

1 brown circle represents 1 feather

there are 7 dots for 2+1/4

4 dots for 2

1 dot for 3/4

Hope that helps :)

Answer:

answer is B. Aka 12

Step-by-step explanation:

thanks mark brainliest…:) please.

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If u mean :

\(3 \times {5}^{2} = \)

\(3 \times 25 = 75\)

_________________________________

If u mean :

\(( {3 \times 5})^{2} = \)

\( {15}^{2} = 225\)

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Answer:

b^8

Step-by-step explanation:

When multiplying exponents with the same base, we can add the exponents

b^2 * b^6

b^ (2+6)

b^8

Answer:b8 x

Step-by-step explanation:

Changes made to your input should not affect the solution:

(1): "b6"   was replaced by   "b^6".  1 more similar replacement(s).

STEP

1

:

Multiplying exponential expressions

1.1    b2 multiplied by b6 = b(2 + 6) = b8

Final result :

 b8x

It is correct to say that any point on the perpendicular bisector of a segment is equidistant from the endpoints of the segment.

Any point on the perpendicular bisector of a segment is equidistant from the endpoints of the segment. What is a perpendicular bisector? A perpendicular bisector is a line that intersects a line segment and forms a 90-degree angle. It divides the line segment into two equal halves.Each point on the perpendicular bisector of a line segment is equidistant from the endpoints of the segment. This means that the distance from any point on the line to one endpoint of the segment is the same as the distance to the other endpoint of the segment.

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Q(C1), Q(C2), and Q(C3) represent the values of the integral Q for the given two-dimensional sets C1, C2, and C3, respectively. To calculate these values, we need to evaluate the double integral using the appropriate limits of integration for each set. Q(C1) = π, Q(C2) = π/4, and Q(C3) = π.

1. Q(C1): The set C1 represents a square centered at the origin with side length 2. To find Q(C1), we need to calculate the integral of x^2 + y^2 over the region C1. Since the integral is taken over the entire square, we can express it as the sum of integrals over smaller regions. By symmetry, we can consider only one quadrant, where -1 < x < 1 and -1 < y < 1. The integral of x^2 + y^2 over this region is π/2. Multiplying this by 4 to account for all four quadrants, we get Q(C1) = 4 * (π/2) = π.

2. Q(C2): The set C2 represents the line y = x within the square -1 < x < 1 and -1 < y < 1. Again, we can consider only one quadrant. Since the line y = x intersects the circle x^2 + y^2 = 1 at two points, we need to split the region into two parts. The integral of x^2 + y^2 over the upper triangle bounded by y = x and x^2 + y^2 = 1 is π/8, and the integral over the lower triangle is also π/8. Adding these two values, we get Q(C2) = 2 * (π/8) = π/4.

3. Q(C3): The set C3 represents the unit disk centered at the origin. To find Q(C3), we need to integrate x^2 + y^2 over the disk. Since the disk is symmetric, we can consider only one quadrant. By using polar coordinates, the integral becomes ∫∫ r^3 dr dθ, where r varies from 0 to 1 and θ varies from 0 to π/2. Evaluating this integral, we get Q(C3) = π.

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Answer: 3.4

Step-by-step explanation:

i got this problem on delta math

Answer:

150

Step-by-step explanation:

Answer: 675, I believe.

Explanation: 15% of 4500 is 675. Correct me if I'm wrong, since I haven't had to do math in awhile lol  

Answer:

A = 1600π cm²

Step-by-step explanation:

We are given that a circle's radius increases 4 cm every second.

We want to know how large the area of the circle is after 10 seconds.

We first need to find how large the radius will be.

We know the proportion of the rate increase / time; for every 1 second, the rate increases by 4 cm.

We can write this as a proportion:

\(\frac{4 cm}{1 s} = \frac{x}{10s}\)

We can cross multiply to get:

4 cm * 10 s = x * 1 s

Divide both sides by 1 s

(4 cm * 10 s) / (1 s) = 40cm = x

So, after 10 seconds, the radius will be 40cm.

We aren't done yet though, remember that the question wants us to find the area of the circle.

The area can be calculated using the equation A = πr², where r is the radius.

We can substitute 40 as r in the equation to get:

A = πr² = π * (40)² = 1600π cm²

According to the question on Assume that a unity feedback system with the feedforward transfer function are as follows:

a) To evaluate the steady-state error in response to a ramp input, we can use the final value theorem. The ramp input has the Laplace transform 1/s^2, so we need to find the steady-state value of the output when the input is a ramp.

The steady-state error for a unity feedback system with a ramp input and a transfer function G(s) is given by:

ess = 1 / (1 + Kp),

where Kp is the gain of the system at DC (s = 0).

In this case, the transfer function of the system is G(s) = Ks(s + 7). To find the steady-state error, we need to determine the DC gain Kp.

Taking the limit of G(s) as s approaches 0:

Kp = lim(s->0) G(s)

= lim(s->0) Ks(s + 7)

= K * (0 + 7)

= 7K

Therefore, the steady-state error for a ramp input is given by:

ess = 1 / (1 + Kp)

= 1 / (1 + 7K)

b) To design a lag compensator to improve the steady-state error performance by a factor of 20, we need to modify the system transfer function G(s) by introducing a lag compensator transfer function.

The transfer function of a lag compensator is given by:

H(s) = (τs + 1) / (ατs + 1),

where τ is the time constant and α is the compensator gain.

To improve the steady-state error by a factor of 20, we want the steady-state error to be reduced to 1/20th of its original value. This means the new steady-state error (ess_compensated) should satisfy:

ess_compensated = ess / 20.

Using the formula for steady-state error (ess), we can write:

ess_compensated = 1 / (1 + Kp_compensated),

where Kp_compensated is the DC gain of the compensated system.

Since ess_compensated = ess / 20, we have:

1 / (1 + Kp_compensated) = 1 / (20 * (1 + Kp)),

1 + Kp_compensated = 20 * (1 + Kp),

Kp_compensated = 20 * Kp.

From part a), we found that Kp = 7K. Therefore, Kp_compensated = 20 * 7K = 140

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The rate column will be:

A= 30

B= 20

C= x miles

D= x miles

It should be noted that rate simply means the measure, quantity, or frequency that one measure against another quantity or measure.

In this case, Jorden drives to the store at 30 miles per hour and on her way home she averages only 20 miles per hour.

Therefore, the rate column will be:

A= 30

B= 20

C= x miles

D= x miles

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Fill out the Rate column in the table below. Jorden drives to the store at 30 miles per hour. On her way home she averages only 20 miles per hour. If the total driving time takes half an hour, how far does she live from the store? Fill out the Rate column in the table below. a = b =

The measure of the inscribed angle is equal to 90 degrees

The inscribed angle theorem mentions that the angle inscribed inside a circle is always half the measure of the central angle or the intercepted arc that shares the endpoints of the inscribed angle's sides. In a circle, the angle formed by two chords with the common endpoints of a circle is called an inscribed angle and the common endpoint is considered as the vertex of the angle.

In this problem, the side length of the square is 5 which forms 90 degrees to all the other sides.

The measure of the circumscribed angle is 90 degree

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Step 1: Subtract 8 from both sides of the equation.

Step 2: Complete the square by taking 6 and divide it by 2, then square it.

Step 3: Add 9 to both sides of the equation.

Step 4: Combine like terms on the left and factor the right side into perfect square trinomial.

Step 5: Simplify the right side further into (x + 3)².

Step 6: Solve for y by subtracting 3 from both sides of the equation.

Step 7: The vertex is (-3, -1).

In Mathematics and Geometry, the standard form of a quadratic equation is represented by the following equation;

ax² + bx + c = 0

In order to complete the square, you should add (half the coefficient of the x-term)² to both sides of the quadratic equation as follows:

y = x² + 6x + 8

x² + 6x + 8 - 8 = -8

x² + 6x = -8

x² + 6x + (6/2)² = -8 + (6/2)²

x² + 6x + 9 = -8 + 9

x² + 6x + 9 = 1

x² + 3x + 3x + 9 = 1

x(x + 3) + 3(x + 3) = 1

(x + 3)(x + 3) = 1

(x + 3)² = 1

x + 3 - 3 = -3 ±√1

x = -3 ± 1

x = -4 or x = -2

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Math worksheets like "Algebra with Pizzazz" are designed to help students practice and reinforce their understanding of algebraic concepts through engaging and creative problem-solving activities.

Yes, I am familiar with math worksheets that use the "Algebra with Pizzazz" format. These worksheets are designed to make learning algebra more engaging and fun by incorporating puzzles, riddles, and creative problem-solving activities.

However, it is important to note that providing or seeking answers to specific worksheet questions, including those from "Algebra with Pizzazz," goes against academic integrity principles.

The purpose of math worksheets, including those in the "Algebra with Pizzazz" series, is to help students practice and reinforce their understanding of algebraic concepts.

By completing these worksheets independently, students can develop problem-solving skills, strengthen their algebraic reasoning, and gain confidence in their abilities.

To make the most of math worksheets, it is recommended to work through the problems step by step, using the provided instructions and examples.

If you encounter difficulties or have questions, it is best to seek assistance from a teacher, tutor, or online resources that can guide you through the problem-solving process rather than seeking direct answers. This approach promotes a deeper understanding of the subject matter and helps develop critical thinking skills.

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Answer:

-infinity < x < +infinity

Step-by-step explanation:

the domain of a cube root function is the set of all real numbers. unlike a square root function which is limited to non-negative numbers, a cube root can use all real numbers because it is possible for three negatives to equal a negative.

Answer:

A

Step-by-step explanation:

Edge 2021

By applying the difference between two cubes formula, the solutions to the equation (x-1) are x = 1 and the complex solutions obtained from solving x² + x + 1 = 0.

The difference between two cubes formula states that a³ - b³ = (a - b)(a² + ab + b²). In this case, we have (x³ - 1³) = 0. By applying the difference between two cubes formula, we get (x - 1)(x² + x + 1) = 0.

To solve for x, we set each factor equal to zero and solve the resulting equations:

x - 1 = 0, which gives x = 1

x² + x + 1 = 0, which can be solved using the quadratic formula or factoring methods.

The equation x² + x + 1 = 0 represents a quadratic equation, and its solutions can be obtained using the quadratic formula:

x = (-b ± √(b² - 4ac)) / (2a)

In this case, a = 1, b = 1, and c = 1. Substituting these values into the quadratic formula, we get:

x = (-1 ± √(1 - 4(1)(1))) / (2(1))

Simplifying further:

x = (-1 ± √(-3)) / 2

Since the discriminant is negative, the quadratic equation does not have real solutions. Therefore, the only solution to the original equation (x - 1) = 0 is x = 1.

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Answer:

ΔLMN ≅ ΔLQP by (SAA)

Step-by-step explanation:

It is given that line (NM) is congruent to the line (PQ), meaning they have the same measure. This is signified by the small red line on each of these sides.

Moreover, it is also given that angle (MNL) is congruent to angle (QPL), this is shown by the red arc around these angles.

Finally one can figure out that angle (NLM) is congruent to angle (PLQ) by the vertical angles theorem. The verticle angles theorem states that when two lines intersect, the opposite angles are congruent.

Thus the two triangles are congruent by side-angle-angle postulate, abbreviated as (SAA).

Answer:

im pretty sure 0

Step-by-step explanation:

Step-by-step explanation:

-2x - 5y = 16___(1)

2x - 3y = -16___(2)

(1) + (2) ==> -2x -5y = 16

(+) 2x -3y = -16

-8y = 0

y = 0/-8

y = 0

y=0 in (1)

(1)---> -2x-5y =16

-2x - 5(0) = 16

-2x - 0 = 16

-2x = 16

x = 16/-2

x = -8

x = -8 , y = 0

-5x + 2y = 11__(1) ; -3x + 4y = -13___(2)

multiply eqn(1) with 2

2 × (1) : -10x + 4y = 22___(3)

(3) - (2) :. -10x + 4y = 22

(-) -3x + 4y = -13

-7x = 35

x = 35/-7

x = -5

x=-5 in (1)

(1) : -5x + 2y = 11

-5(-5) + 2y = 11

25 + 2y = 11

2y = 11 - 25

2y = -14

y = -14/2

y = -7

x = -5 , y = -7

Answer:

The measurement of angle BAD would be 120°.

How To Do It:

You set the expressions equal to each other & solve for x. Then you plug x into each expression & add them.

Set Expressions Equal To Each Other To Find The Value Of X:

(13x-31)=(x+53)----------add 31 to each side

13x=(x+84)----------subtract x from both sides

12x=84----------divide both sides by 12

x=7

Plug-In The Value Of X To Each Expression & Add:

(13(7)-31)+((7)+53)----------distribute the 7 to each coefficient

(91-31)+(7+53)----------add/subtract numbers inside the parentheses

(60)+(60)----------add the final products together

120----------*Final Answer*